An SLT is required to work in the Wellington team office in the area of AAC and Assistive Technology.

The TalkLink Trust is currently seeking a speech-language therapist who has skills or an interest in technology. This is a unique opportunity to join a specialist team. This is a part time position (1.5 days per week), based in Te Aro, Wellington. Services are provided from this location to the greater Wellington region and extend to Gisborne and New Plymouth. Some travel to these areas may be required.

The TalkLink Trust provides specialist services in Assistive Technology, Augmentative and Alternative Communication (AAC) throughout New Zealand. TalkLink works with both adults and children who experience difficulty with spoken and or written communication. The TalkLink Trust is committed to honouring the articles of Te Tiriti O Waitangi.

The successful speech-language therapist will work as a member of a highly skilled inter-disciplinary team. Ministry of Health Communication Assistive Technology Level 1 or 2 assessor credentialling, or experience in the area of AAC is welcomed, but not essential. On the job training and support will be provided. If you are motivated by, and enjoy technology, then this position is for you. Applicants must have a current driver’s license and have a degree in speech-language therapy, or equivalent qualification recognised by NZSTA.

In the summer edition of Pacific Peoples Health (page 11 &12) we were thrilled to see an article about one of our TalkLink clients who is using eye gaze technology. Rebekah summarises our involvement with Malama and her family:

Malama was referred to TalkLink by her community speech-language therapy for support with communication following her diagnosis and progression with Motor Neurone Disease. Malama was first seen by the TalkLink team in October 2013. At that time, Malama’s speech was quite unclear and she was having difficulty making herself understood. This resulted in an otherwise independent and well-respected matriarch becoming increasingly reliant on her family to interpret for her, when others could not understand her speech. Over the assessment and trial period, Malama’s speech and hand function continued to deteriorate. We had begun trialling communication devices through which Malama could type messages to speak out. However, as she lost more control of her hands, this method of accessing a communication device became unreliable.

By April 2014, Malama was no longer able to use her hands to access devices or to even point to a communication board. The TalkLink assessment team modified their consideration of potential equipment options based on Malama’s current physical abilities and shifted focus to communication devices which used partner-assisted scanning and eye gaze access. Malama successfully trialled a Tobii PC Eye Mobile eye gaze system which was later approved for funding. She has since been able to use this device to help her communicate independently with family and friends, as well as with the wider community. The article in Pacific Peoples Health magazine provides further insights into Malama’s experiences. She was able to use her Tobii PC Eye Mobile eye gaze system to interact with the interviewer at times and the section at the bottom of the article entitled Malama – her words was written with the help of the device as part of a talk to a group of health professionals. Malama is also excited to be using her Tobii PC Eye Mobile soon to share her story with another group of healthcare professionals following an invitation from a management team. Malama and her family have very kindly said that the help TalkLink has “provided our family is invaluable and we are very grateful to have you as part of our journey.”

February 2015

The TalkLink Trust is currently seeking an efficient and experienced Occupational Therapist, who wishes to use or develop their advanced skills in the area of Assistive Technology. This is a unique opportunity to join a great team in a growing and rewarding area of work. If you are a motivated therapist who enjoys working with people and technology, then this position could be for you.

The TalkLink Trust provides specialist services in Assistive Technology/Augmentative and Alternative Communication throughout New Zealand. TalkLink works with both adults and children who experience difficulty with spoken and/or written communication.

This is a part time permanent role, for up to four days per fortnight. The successful applicant will work as a member of a skilled inter-disciplinary team with a focus on specialist assessment and training. Great communication and organisational skills are essential. A relevant degree, or equivalent qualification and current registration is required. Relevant experience or MOH Accreditation in Communication Assistive Technology is preferred. On the job training and support will be provided.

The role is based in Wellington, with an office in Te Aro. Periodic travel is required over the lower North Island. A full driver’s license is essential. Experience in working with people from different cultures is desirable.

The TalkLink Trust is committed to honouring the articles of Te Tiriti O Waitangi.

The PODD approach provides strategies to support the design, production and implementation of communication systems to enable genuine communication for a variety of functions in all daily environments. PODD includes strategies to minimise some of the common difficulties associated with the use of multi-level communication books including:

Supporting the child and communication partners to efficiently move between levels (pages) to locate vocabulary they require.

Speed to access vocabulary to produce messages.

Quicker access to predictable messages and access to a broad range of vocabulary for spontaneous, unpredicted messages.

The PODD resource provides generic templates which can be customised to suit individual requirements. Generic templates can be used for trial to enable more informed system development and then be customised to suit individualised needs. PODD can be used to create a wide range of communication books to suit varying communication, language, sensory and physical access requirements.

Head over to the ATANZ website to find out more information and to register for this fantastic course.

]]>http://www.talklink.org.nz/index.php/2015/02/12/atanz-podd-workshops-2015/feed/0Lusi’s Storyhttp://www.talklink.org.nz/index.php/2015/02/10/lusis-story/
http://www.talklink.org.nz/index.php/2015/02/10/lusis-story/#commentsMon, 09 Feb 2015 22:14:11 +0000http://www.talklink.org.nz/?p=3657I have had the pleasure of knowing Lusi for many years now. She was one of our founding TalkLink clients and when she showed us her latest Touch Compass production we knew it was important for us to share her inspiring story. You can view Lusi’s video here https://www.youtube.com/watch?v=yHOOpHOUmAM .

Lusi has had a passion for performing on stage since her teens and she is still going strong.

This is Lusi’s story:

Means to Communicate

By Lusi Faiva

The ability to communicate effectively wasn’t easy back in the days when a card communication board filled with words, was the only way to speak with people.

I was placed in an institution on doctor’s orders at the age of two. I wasn’t diagnosed with Cerebral Palsy at birth. It was not until they realised I couldn’t sit up normally and even make sounds from my mouth. It was impossible to express how I felt every day. Being isolated from other children made communicating so difficult, so I just listened to people talking to each other using words that I didn’t understand, although it did become a way to learn, as I was just very young.

The treatment of children with disabilities like the treatment of people labelled with “mental illness” were obviously noticeably different back then and I recall the nurses wore white uniforms with old fashioned caps. They were strict, hard, but some were sympathetic towards the children. The beds were lined up in rows; no happy pictures on the ward wall. It sounds like something out of a Charles Dickens novel.

Strangely there were no speech therapists; I assume the institution would have had that kind of a service back then, but I never saw one. Thanks to the Jones’, a special couple who took me under their wing and taught me to read and write; they opened many doors to communication for me. To me, it is a real bonus being able to write words down. They might be teachers but they went out of their way to take us to the beach where we enjoyed the fresh air, instead of being inside the bare walls of that place.

I am grateful to the Jones’ they gave me a voice to speak in my unique way.

Since moving up to Auckland from Wellington years ago, I have had three communication devices over the time I was in primary school and college. The first device I had was called a Canon Communicator, a medium size device that was tied on my wrist with a small paper print out and no speech output. The second was called a RealVoice in a case that was tricky to carry around and with speech that was sometimes hard to understand. The third was a Lightwriter which I had for the longest time: and now I have an iPad.

My access to communication equipment started at CCS when I became a client with CHAT, which was set up back in 1988 and later they became TalkLink in 1991.

TalkLink has been such a great help in my life, with what they have done over the years, and the people who work there are very professional in the service they provide.

The video I am in tells the story about Mr. & Mrs. Jones. It was filmed by Alyx Duncan and Touch Compass Dance Co who I have been performing with from 1997 to 2009. After a break from dance I made this video in April 2014.

Do you have a Powerlink already? Maybe there is one in a cupboard at school or maybe you have one but are just running out of ideas for its use. The Ablenet Powerlink has been a fantastic piece of equipment for people with a range of complex needs for many years now. Sometimes, we can get stuck in a rut and use something like the Powerlink for the same activity over and over again. Have a look at this list and see if there is something new you can try out!

1. Operate a fan
This isn’t a new idea at all! But maybe you can get creative with how you use the fan.
Use a small desk fan to blow wet paint across a page to make some beautiful artwork.
Cover pin-pong balls with paint and blow these across paper to get a different effect.
Make toy sail boats and have races blowing them across a tub of water.
Tie streamers or scented fabric ribbons to a fan to add to the sensory experience.
How about playing a game of bowling? Use the fan to blow the ball into the skittles – how many can you knock down?

2. Turn on the lights!
Don’t put the fairy lights away after Christmas. Use the Powerlink and a switch to turn the lights on and off in a darkened room. Create a lovely atmosphere!
Make up a spooky story and ask your student to turn a lamp on when it gets too scary! You can go back to the story when they turn the lamp off again. Nothing like a good spooky story with a good reaction from you as the lights come on! Phew!

3. Make something yummy!
OK, so this is the activity that people tend to do really well (and quite often) with the Powerlink. Smoothie or milkshake makers can be really easy to use and motivating. Get students to choose ingredients and make their own flavours and then tell someone if they like it or not.
Use a cake mixer to whip up some cookie batter or scramble some eggs. This is the perfect opportunity to also practice those describing words!

4. Enjoy some tunes
Technology for playing music has come a long way since the tape recorder and radio. Unfortunately, disc players, mp3 players and other digital devices will not work with the Powerlink and a switch. Dig out your old transistor radio, tune into the coolest station you can find and take turns to turn the music on and off. This could be a good opportunity for your child or student to ask for “more”.

5. Clean up the house!
A mum I worked with a few years ago shared this little gem with me. She hooked up her vacuum cleaner to the Powerlink and switch and gave the switch to her son as she cleaned. She gave him an over the top reaction when he turned the vacuum off – “Oh no! How am I meant to clean this house up?!” Result was loads of giggles and he promptly turned it back on.

This brings me to a final point. The best effect in a ‘cause and effect’ activity is YOU! If you react to something your child or student has done, you have instantly turned the activity into real communication. And that’s what it’s all about isn’t it?

Direct? Latch? Timed?
The Powerlink has three settings which make the switch work in different ways. I tend to use the latch setting most often. The student has to press the switch to make something go and press it again to make it stop. There are naturally more opportunities for communication (stop, go, more, finished, again etc) and more control or intent needed. All of the above activities could use the latch or timed setting.

]]>http://www.talklink.org.nz/index.php/2015/02/02/tip-of-the-month-february-2015-powerlink-ideas/feed/0NovaChat – new communication path opens uphttp://www.talklink.org.nz/index.php/2015/01/14/novachat-new-communication-path-opens-up/
http://www.talklink.org.nz/index.php/2015/01/14/novachat-new-communication-path-opens-up/#commentsTue, 13 Jan 2015 20:03:08 +0000http://www.talklink.org.nz/?p=3618It is very inspiring when families share their journey, explaining how augmentative communication tools and strategies have helped. When Rebekah one of the TalkLink Speech-Language Therapists asked the Bousfield family to share their story, they were very happy to do so explaining that in writing and sharing their story, “we would also like to reach out to other parents who really want to educate their special needs children at home, but are afraid that supports are not available nor accessible. It is one issue that keeps cropping up in our homeschool groups and links around the country.”

Here is Jack Bousfield’s story:

NovaChat – new communication path opens up

As a toddler, Jack could easily be mistaken as “gifted”. By the age of 2, he was talking in phrases and singing ‘ABC’ – complete up to “Now I know my ABC, next time won’t you sing with me…” He had a growing vocabulary and fast developing comprehension.

It came as a shock to us when, upon completion of the Meningococcal B vaccination and a short family Christmas holiday in the UK, he started losing his words. The regression continued, accompanied by increasing frustration manifested in tantrums until at 3 years old, he was diagnosed with ASD – Autism Spectrum Disorder.

The inability to speak his thoughts gave him a lot of frustration and us, a lot of confusion. Through our own research and with the help of the Ministry of Education, Special Education professionals, Jack engaged in photo-based communication methods. Although he could not speak, he always appreciated hearing the words and demonstrated good understanding.

At 6 years old, we decided to homeschool him to cater to his high, integrated care and education needs. He outgrew the use of photo visuals. In his desire to elicit sounds from them, he resorted to crinkling the laminated photos and scratching the Velcro hook. When the MoE’s Speech-Language Therapist introduced him to different ‘talking devices’ (e.g. BIGmack & Language Master recordable cards with magnetic tape) his interest and enthusiasm was very evident: he anticipated the SLT’s visit and interacted with delight. It saddened him to say goodbye to the SLT and the ‘talking device’ at the end of visits. He was pacified by using an EasyTalk toy – one using picture cards with pre-recorded magnetic tape.

Jack never lost his initiative to learn how things work, especially the audio-visual devices. By himself, he worked out how to operate our TV+Video player so he can watch his favourite educational VHS tapes. When the Video Player gave up after years of use, he worked out how to operate the TV+DVD player combination, including use of the remote control! At 10, he experimented with the PAUSE button and touching the TV screen with hopes that such action would elicit sounds. As carer-educators, we knew then he was ready for a communication device using the Touch Screen technology. The MoE’s SLT agreed and suggested that Jack trial some AAC devices. Unfortunately, all their units at the Ministry were out to clients and Jack was wait-listed.

A referral to TalkLink Trust was then initiated by the MoE’s SLT. In January 2013, Jack turned 11; two SLT’s from TalkLink Trust (Kara and Rebekah) visited our home and assessed Jack. We were delighted when they confirmed his readiness for AAC!

But, o-oh! The device trials started with paper-based, laminated Core boards and the SLT’s modelling its use as they interacted with Jack during the visit. We thought it would not work well with Jack, however we explored every opportunity using it and the CAMP framework they provided. Surprisingly, Jack enjoyed the Core boards! To accommodate the symbols Jack already knew and expand areas of application, Rebekah made variations of the Core board (e.g. portable strips, placemat). This experience provided a strong foundation for the subsequent device trials.

GoTalk20+ was the first electronic device he trialled. It was excellent and Jack took to it like duck to water. In a matter of days, he was navigating symbols in 5 separate overlays! We thought – Bingo, that’s it! However, SLT Rebekah knew that Jack would outgrow the device very quickly and suggested he trial several other options. What a wonderful piece of professional advice that was!

In the next 7 months, Jack trialled a combination of different devices: Springboard with Minspeak, TouchChat on iPad, Proloquo2go on iPad mini, NovaChat7 on Samsung Galaxy tablet. Each device trial challenged Jack in many aspects, all of which heightened his desire to communicate more effectively. With Rebekah’s guidance, our family learned a whole heap of options and considerations to make in deciding what’s best for Jack. We did a comparative evaluation of the devices he trialled, taking into consideration factors like user interface, portability, symbols availability & user-friendliness, core and specific vocabulary, phrases for use in social situations, ease and flexibility of editing/ customisation. Finally, we all agreed – the NovaChat7 on a tablet is the one for Jack.

Throughout the device trials, we did not talk about cost considerations. We knew that as a homeschooling family, we cannot afford an AAC device. Thankfully, TalkLink helped us to successfully apply for Ministry of Health funding and the subsequent procurement of the device. Jack received his NovaChat7 on Nexus tablet on May 22, 2014 and an exciting new communication path opened for him. Not a day passed without him using the device: clearly telling us what he wants, how he feels, commenting on weather, answering our questions, responding to behavioural prompts, chatting with visitors/friends, and enjoying the Christmas holidays followed shortly by his becoming a teenager on New Year’s Day!

Our relationship with TalkLink did not stop at Jack having his device. It continues, with Rebekah giving us tips and suggestions on expanding its use and maximising its potential. Two remarkable aspects worth mentioning: (1) All throughout the process, TalkLink’s SLT Rebekah involved the MoE’s SLT who referred Jack, at times having an efficient combined visit-meeting in our home and, (2) TalkLink continues to be ready to support us on the technical aspects of the device including troubleshooting and repair when needed. And yes, should any inevitable device breakdown occur requiring Jack to temporarily part with his device, TalkLink had already equipped us with a very reliable fall-back substitute: those laminated Core boards!

Truly, it facilitated Jack’s communications with us and vice versa. From our family, a BIG THANK YOU to TalkLink for the device and the wonderful learning experience!

Bousfield Family

(Lourdes & David and sons Daniel & Jack)

]]>http://www.talklink.org.nz/index.php/2015/01/14/novachat-new-communication-path-opens-up/feed/0TalkLink Trust Annual Report 2013 – 2014http://www.talklink.org.nz/index.php/2015/01/13/talklink-annual-report-2013-2014/
http://www.talklink.org.nz/index.php/2015/01/13/talklink-annual-report-2013-2014/#commentsMon, 12 Jan 2015 22:26:30 +0000http://www.talklink.org.nz/?p=3601The TalkLink Trust Annual Report was presented at our AGM held on December 3rd 2014, which was the same day as the United Nation’s International Day of Persons with Disabilities

Sustainable Development: The Promise of Technology was the 2014 theme of the United Nation’s International Day of Persons with Disabilities. The Annual Report is available here and in keeping with the UN theme “highlights how technology can impact the inclusion and contribution of persons with disabilities in social life and development on the basis of equality.” (www.un.org/disabilities/default.asp?id=1620)

The team at TalkLink is passionate about providing “best practice and innovative technological solutions for the full inclusion of persons with disabilities in their societies.” When we reflect on the highlights over the past year, the difference technology is making to the lives of the people we work with is inspiring. Every year we see new or improved technology innovations providing options to make communication easier for people with complex communication needs. We highlight some of these innovations in the Annual Report together with the support options we have developed in partnership with the communities we work alongside. The Promise of Technology is sustainable when we have the right technology, the right supports to use the technology effectively and the right attitudes to build an inclusive society.

]]>http://www.talklink.org.nz/index.php/2015/01/13/talklink-annual-report-2013-2014/feed/0Tip of the Month January 2015 – Remnant Bookshttp://www.talklink.org.nz/index.php/2015/01/07/tip-of-the-month-january-2015-remnant-books/
http://www.talklink.org.nz/index.php/2015/01/07/tip-of-the-month-january-2015-remnant-books/#commentsTue, 06 Jan 2015 20:12:02 +0000http://www.talklink.org.nz/?p=3592Remnant Books – How to Share a Message in a Tactile and Visual Way

By Jane Wendelken-TalkLink Teacher/Trainer
For some people, sharing some news or information with someone else is tricky. It may be that the person does not have the language available to them, or that they are not able to access this language. Perhaps this person needs to touch and feel an object to help with understanding. For some people, initiating a conversation and getting someone’s attention is difficult too. How can we support this?

What is a Remnant Book?

A remnant book (sometimes called a ‘souvenir book’ or ‘scrap book’) is a simple, practical tool to add to someone’s AAC supports. The book is made up of scraps, objects, pictures or items that represent recent past events. Each page should have a written message which explains the meaning and context to the communication partner. Examples of remnants could be ticket stubs, food wrappers, receipts or even something with a nice smell (like a coffee sachet).

Remnant books come in all shapes and sizes. They can be made from photo albums, clear files, ring binders or a series of clear plastic wallets/ziplock bags. The shape and size will depend on that person’s physical and sensory needs. Can the person turn the pages themselves? Can the person carry the book with them? Will it sit on a wheelchair tray or on someone’s lap? It is useful to have some kind of clear plastic wallet or folder and a space for a written message.

Who is a Remnant Book for?
I have seen remnant books used with people of all ages successfully. For younger children, the idea of ‘show and tell’ makes sense in a school setting. Often students are asked to share their news, and this is a perfect opportunity to do this in an accessible way. Adults with physical, cognitive or word-finding difficulties will also benefit from this practical strategy.

How do I use the Remnant Book?

Remnant books are a great way of initiating a conversation. Create the opportunity for communication by asking the person what they have been up to. Read the message aloud and take a look at and touch the object. Allow the person to touch the object too. Have a chat! You can add to the remnant book too. Think about something you have done together during the day and find an object to represent the activity. It is always a good idea to talk this through with the person and write the message together. “Hey, let’s tell Margaret about woodwork today.” Slip the object and note into a pocket to be shared with someone else.
An extension to the remnant book could be adding some symbols which can be accessed through eye-pointing, scanning or direct pointing. This way, the person using the book may have a way to respond to your questions, gain your attention or ask you a question. As with any new symbols for communication, this would need to be modelled repeatedly so that they know how to use them.

The TalkLink Trust Upper North Island office is currently seeking a friendly, efficient and experienced Speech-Language Therapist who has, or wishes to gain, advanced skills in the area of assistive technology. This is a unique opportunity to join an amazing team in a growing and rewarding area of work. If you are a motivated therapist who enjoys working with technology then this position could be for you.

The TalkLink Trust provides specialist services in Assistive Technology/Augmentative and Alternative Communication throughout New Zealand. TalkLink works with both adults and children who experience difficulty with spoken and/or written communication.

This is a full time role, initially required for a fixed term of one year starting Feb/Mar 2015. An extension to this term or permanent role is possible. The successful applicant will work as members of a skilled inter-disciplinary team with a focus on specialist assessment and training. Great communication and organisation skills are essential. A relevant degree, or equivalent qualification and current registration is required. Relevant experience or MOH Accreditation in Communication Assistive Technology is preferred. On the job training and support will be provided.

The role is based in Auckland, with offices in pleasant surroundings at the UNITEC Institute of Technology. Periodic travel is required outside of Auckland so a full driver’s license and some flexibility is required. The TalkLink Trust is committed to honouring the articles of Te Tiriti O Waitangi and experience in working with people from different cultures is desirable.

If you feel this role is a good match for you, please submit a letter of application, current copy of your curriculum vitae and the names of at least two referees by email or post.